Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo geral da pesquisa é compreender por qual motivo e de que forma Brasil e Argentina optaram pela cooperação na área nuclear ainda durante seus governos militares. Segundo a literatura tradicional da área de Relações Internacionais, os ganhos relativos deveriam estar em evidência e, por conseguinte, impediriam a coordenação de posições em uma área tão importante para as estratégias de desenvolvimento e de inserção internacional dos dois países o que não se verificou na prática. Minha dissertação tem como meta entender o porquê. Da finalidade principal, decorrem objetivos específicos. São eles: lançar uma nova percepção acerca das relações Brasil-Argentina, ainda hoje encaradas primordialmente de acordo com padrões de inimizade e de desconfiança; compreender até que ponto as motivações dos países para o domínio da tecnologia nuclear estão relacionados a questões de segurança ou de desenvolvimento nacional; compreender quais foram as bases materiais e ideacionais que permitiram aos dois países integrar-se e, portanto, compartilhar soberania em um tema de high politics; demonstrar que a cooperação não é exclusividade de regimes democráticos; analisar a influência de grupos não políticos na formulação de políticas e do processo decisório; comprovar que não houve corrida armamentista na região ou a intenção de utilizar o aparato nuclear contra o vizinho. O recorte temporal deste trabalho partirá do final dos anos 1964, quando houve coincidência de regimes militares nos dois países, até o ano de 1985, quando a democracia é restaurada no Brasil. O marco temporal não é hermético, já que há referências anteriores a 1964, mormente no tocante à cooperação científica, e após 1985, quando a coordenação nuclear brasileiro-argentina é elevada a um nível superior, com o estabelecimento da ABACC. Na tentativa de responder às perguntas propostas, minha dissertação se baseia na análise de dois atores primordiais: o Estado e as comunidades epistêmicas. / The overall goal of my research is to understand based on which reasons and by which means Brazil and Argentina have opted for cooperation in the nuclear field during the military rule in both countries. According to the traditional literature of International Relations field, relative gains should be in evidence and, therefore, keep the countries from coordinating its positions in such an important scope for each country strategies of development and international projection - which did not occur in practice. My dissertation aims to understand the reasons why two once rivals became cooperative. From the main purpose derive specific goals, as follows: to launch a new perception of the Brazil - Argentina relations, still seen primarily according to patterns of enmity and mistrust; understand to what extent the motivations of countries in nuclear technology are related to security issues or national development; understand which were the material and ideational foundations that enabled the two countries to integrate and therefore share sovereignty in a matter of high politics; demonstrate that cooperation is not exclusive to democratic regimes; analyze the influence of non-political groups in policy formulation and decision making; prove that there was no arms race in the region or intention to use the nuclear device against one another. The time frame of this study departs from late 1964, when the military regime begins in Brazil, to the year 1985, when democracy is restored in the Southern Cone. The timeframe is not airtight, since there are earlier references to 1964, mainly involving the scientific cooperation, and after 1985, when the Brazilian-Argentine nuclear coordination is elevated to a higher level, with the establishment of ABACC. In an attempt to answer the questions posed, my dissertation is based on the analysis of two main actors: the state and epistemic communities.

In this paper a review of the concept of Personal Learning Environment (PLE)of the scenarios that have been used, the main issues and findings are made. Studies on self-regulated learning and PLE, as well as studies on epistemological beliefs and online learning to propose them as individual variables related to the construction and use of a PLE are reviewed. Subsequently a proposal on the activities to promote the use in these environments, which should be taken intoaccount in the development of instructional situations, is made. / En el presente trabajo se realiza una revisión del concepto de Entorno Personal deAprendizaje (EPA), de los escenarios en los que se han utilizado, de las principales problemáticas y hallazgos. Se revisan los estudios sobre aprendizaje autorregulado y EPA, así como los estudios sobre creencias epistemológicas y el aprendizaje en internet para proponerlos como variables individuales relacionadas con la construcción y uso de un EPA. Posteriormente se realiza una propuesta sobre las actividades a fomentar al utilizar en este tipo de entornos, las cuales se debentomar en cuenta para el desarrollo de situaciones instruccionales. / O trabalho que apresentamos relaciona-se com uma revisão do conceito deAmbiente Pessoal de Aprendizagem (EPA), dos cenários que têm sido utilizados, dos principais temas e conclusões. Estamos revisando estudos sobre a aprendizagem auto-regulada e EPA, bem como os estudos sobre as crenças epistemológicas e a aprendizagem on-line para propô-las como variáveis individuais relacionadas com a construção e utilização dum EPA. Posteriormente, realiza-se uma proposta sobre as actividades para promover a utilização nesses ambientes, que devem ser levados em conta na hora do desenvolvimento das situações de instrução.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2017-08-08T19:22:05Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anne_clinio_doutorado_final_14-06-17.pdf: 3610602 bytes, checksum: 90154e1d6df62ef68c8c3119f52f7b84 (MD5) / Made available in DSpace on 2017-08-08T19:22:05Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anne_clinio_doutorado_final_14-06-17.pdf: 3610602 bytes, checksum: 90154e1d6df62ef68c8c3119f52f7b84 (MD5) Previous issue date: 2016-08-04 / Descrevemos e analisamos novas culturas epistêmicas (KNORR-CETINA, 1999) que estão sendo engendradas por dois modos de ciência emergentes – a Ciência Aberta e a Ciência Comum – e que, apesar de inúmeras diferenças, convergem na crítica à noção de fato científico e na estratégia de transformar o caderno de laboratório em sua principal tecnologia literária. Adotamos a noção de cultura epistêmica para operacionalizar nossa análise sobre estratégias para configuração de objetos, tecnologias e sujeitos epistêmicos por sistemas de produção de conhecimento que, por sua vez, criam efeitos de verdade. Para tal, nos inspiramos nas etnografias de laboratório e na abordagem das “três tecnologias” de Shapin e Shaffer (1985) para explicar como os filósofos naturais do século XVII construíram a noção de fato científico (matter of fact) como uma “variedade de conhecimento” tão sólida que se tornou sinônimo de ciência. De modo análogo, procuramos compreender como os modos de ciência emergentes pretendem legitimar novas maneiras de produzir conhecimento e disputar a própria noção de ciência. No movimento contemporâneo da Ciência Aberta, abordamos o open notebook science, tal como proposto em 2006 pelo professor e pesquisador em Química Jean-Claude Bradley como “uma maneira de fazer ciência na qual – da melhor maneira possível – você torna toda a sua pesquisa livre e acessível ao público em tempo real” (BRADLEY, set 2010). Adentramos seu “laboratório aberto” através de uma pesquisa documental que identificou o caderno aberto como principal elemento de um complexo ecossistema de colaboração aberta. Articulada com tecnologias sociais e materiais, esta tecnologia literária pretende substituir uma ciência baseada na confiança por outra fundamentada na transparência e na proveniência dos dados. Sua cultura epistêmica não impõe a obtenção de um fato científico como condição sine qua non para a comunicação de conhecimento novo, mas valoriza, sobretudo, o registro adequado da prática experimental seja qual for seu resultado – o que chamamos de matter of proof pela ênfase na documentação. Já na Ciência Comum (LAFUENTE, ESTALELLA, 2015), abordamos o caderno aberto de laboratório cidadão (CALC) prototipado por Antonio Lafuente e práticas de documentação de pesquisadoras-mediadoras do Medialab Prado, instituição pública madrilenha se autodenomina “laboratório cidadão”. Aqui, a crítica à noção de fato científico dialoga com o composicionismo latouriano ao compreendê-lo como um (importante) subconjunto da realidade que, no entanto, não deve se sobrepor aos debates políticos, mas conectar-se às “questões de interesse” (matter of concern). Nesta perspectiva, a modernização epistêmica fomentaria um “terceiro setor do conhecimento” que disputaria a governança antecipatória de assuntos tecnocientíficos (LAFUENTE, 2007). Nossa observação participante identificou que as práticas atuais de documentação tendem a reproduzir a lógica do campo da produção cultural que fomenta novos imaginários políticos, mas não inicia o ciclo de acumulação de conhecimento que o transformaria os laboratórios cidadãos em centros de cálculo (LATOUR, 2000). Os promotores de atividades tendem a reduzir a comunicação à divulgação de atividades para atrair participantes em potencial ou a prestação de contas, comprovando a realização de atividades. / We describe and analyze new epistemic cultures (KNORR-CETINA, 1999) that are being engendered by two emerging modes of science - Open Science and Common Science - that, despite numerous differences, converge on two aspects: the critique of scientific fact and their strategy of transforming laboratory notebooks into their main literary technology. We have adopted the notion of epistemic culture to operationalise our analysis of knowledge production systems strategies to configurate technologies, epistemic objects and subjects that, in turn, create effects of truth. To do so, we are inspired by laboratory ethnographies and Shapin and Shaffer's (1985) "three technologies" approach elaborated to explain how natural philosophers of the seventeenth century constructed the notion of scientific fact (matter of fact) so solid that it became synonym of science. Similarly, we aimed to understand how emerging modes of science seek to legitimize new ways of producing knowledge and disputing the very notion of science. In the contemporary Open Science movement, we approach open notebook science, proposed in 2006 by professor and researcher in Chemistry Jean-Claude Bradley as "a way of doing science in which - in the best possible way - you make all your research free and accessible to the public in real time" (BRADLEY, Sep 2010). We entered his "open laboratory" through documentary research that identified the open notebook as the main element of a complex ecosystem of open collaboration. Articulated with new social and material technologies, this literary technology aims to replace a science based on trust with one based on transparency and data provenance. Its epistemic culture does not impose a scientific fact as a sine qua non condition for knowledge communication, but values, above all, the adequate record of experimental practice whatever its outcome is - an epistemic culture that we have named a "matter of proof", given its emphasis on documentation. In Common Science (LAFUENTE, ESTALELLA, 2015), we investigated the open notebook of citizens' laboratory (CALC in spanish) prototyped by Antonio Lafuente and documentation practices of mediator- researchers at Medialab Prado, a public institution in Madrid that calls itself a "citizen's laboratory". Here, the critique of scientific fact dialogues with Latour´s compositionism since it is understood as an (important) subset of reality, which, however, should not supersede political debates, but rather relate to “matters of concern". In this perspective, the epistemic modernization process would foster a "third sector of knowledge" that would dispute the anticipatory governance of technoscientific subjects (LAFUENTE, 2007). Our participant observation has observed that current documentation practices tend to reproduce the logic of a cultural production field that fosters new political imaginaries, but does not initiate the knowledge accumulation cycle that would transform citizen laboratories into centre of calculation (LATOUR, 2000). Promoters tend to reduce communication to publicity of activities, attracting potential participants; or accountability, to prove that they carried out the projects.

This study is intended to shed light on similarities and differences in terms of functional structure of the clause when modality is expressed by use of modal operators in Russian and English, in order to arrive at findings which inform, and are applicable to, the process of English language acquisition by the Russian learner. The need for the investigation was prompted by the author’s work experience in the field of English teaching, and the lack of explicit guidance in available textbooks currently used in Russian schools and institutions with regard to the particular issue highlighted. While learning the subject of Systemic Functional Linguistics, I drew parallels between the functional structures in the two languages, the purpose of which is to provide a roadmap which facilitates the learning and teaching of English modality to the Russian learner. The approach of Systemic Functional Linguistics (SFL), focusing on the metafunctions as the correspondence in the sociolinguistic message of the clause, is used as a basis for comparing the functional structures in both languages. The investigation of functional grammar features is carried out in order to spotlight  both the similarities and the differences inherent in expressing a degree of probability of an event or statement indicated, not only by the choice of an appropriate modal verb, but also its placement within the clause. The role of the social context in which the text is set is noted as significant for delivering the precise meaning of the message. Hence, the proposition will be pursued through further investigation in the field of modality, and viewed from perspectives of sociolinguistics.

Bedömning av kvaliteten är en av de viktigaste processerna som en lärare utför varje arbetsdag för att kunna relatera elevernas prestationer mot ett kulturellt och individuellt anpassat betygssystem. Med ambitionen att främja jämställdhet och reliabilitet av bedömningar tillhandahåller Skolverket bedömningskrav och kriterier för att skilja olika grader av kvalitet (Selghed 2011). Dessa kriterier förefaller emellertid ibland otydliga och inte lämpliga för att särskilja mellan kvalitativa nivåer, särskilt på högre nivåer, vilka därför kan uppfattas som delvis överlappande. Som följd finns det mycket utrymme för tolkning av den enskilda läraren när det slutliga bedömningssystemet konstrueras (Schreiber et al., 2012, Selghed 2011). En alternativ bedömningsmetod som är rekommenderad av t.ex. Hattie (2012), är den mindre komplexa SOLO-taxonomin vilken idag används i de högre utbildnings miljöer.För att uppskatta överlappningen mellan resultat som härrör från olika bedömningsmetoder analyserar denna studie kvalitetsnivåer av en skrivuppgift av andraårs-gymnasieelever med hjälp av det läroplanbaserade betygssystemet och SOLO-taxonomin. Med hjälp av principiell komponentanalys (PCA) och korrelationsanalys kunde man dra slutsatsen att de olika bedömningsmetoderna är lämpliga för att skilja högre från lägre komplexitet eller kvalitetsnivåer. Men SOLO-taxonomin kunde inte tydligt skilja de mer sofistikerade skillnaderna mellan högre betygsnivå A och B.Dessutom undersökte denna studie om en noggrant genomförd konstruktivistisk undervisningsdesign oundvikligen resulterar i högkvalitativa skriftliga arbeten. Detta analyserades med hjälp av PCA och korrelationsanalys av relationen mellan deltagarnas kunskapssyn och bedömningsresultatet. Inom detta sammanhang kunde det dras slutsatsen att (I) en mer sofistikerad syn på naturen av kunskap och kunskap och (II) heterogeniteten hos en studentgrupp med avseende på kunskapssynen verkar vara kopplad till högre kvalitativa prestationer. Bevis för en korrelation mellan elevernas individuella kunskapssyn och de valda inlärningsmetoderna diskuteras inom ramen för en generell lämplighet av konstruktivistiska undervisningsmetoder.

Afin d'obtenir des simulations plus prédictives et plus précises du comportement mécanique des structures, des modèles matériau de plus en plus complexes ont été développés. Aujourd'hui, la caractérisation des propriétés des matériaux est donc un objectif prioritaire. Elle exige des méthodes et des tests d'identification dédiés dans des conditions les plus proches possible des cas de service. Cette thèse vise à développer une méthodologie d'identification efficace pour trouver les paramètres des propriétés matériau, en tenant compte de toutes les informations disponibles. L'information utilisée pour l'identification est à la fois théorique, expérimentale et empirique : l'information théorique est liée aux modèles mécaniques dont l'incertitude est épistémique; l'information expérimentale provient ici de la mesure de champs cinématiques obtenues pendant l'essai ct dont l'incertitude est aléatoire; l'information empirique est liée à l'information à priori associée à une incertitude épistémique ainsi. La difficulté principale est que l'information disponible n'est pas toujours fiable et que les incertitudes correspondantes sont hétérogènes. Cette difficulté est surmontée par l'utilisation de la théorie des fonctions de croyance. En offrant un cadre général pour représenter et quantifier les incertitudes hétérogènes, la performance de l'identification est améliorée. Une stratégie basée sur la théorie des fonctions de croyance est proposée pour identifier les propriétés élastiques macro et micro des matériaux multi-structures. Dans cette stratégie, les incertitudes liées aux modèles et aux mesures sont analysées et quantifiées. Cette stratégie est ensuite étendue pour prendre en compte l'information à priori et quantifier l'incertitude associée. / In order to obtain more predictive and accurate simulations of mechanical behaviour in the practical environment, more and more complex material models have been developed. Nowadays, the characterization of material properties remains a top-priority objective. It requires dedicated identification methods and tests in conditions as close as possible to the real ones. This thesis aims at developing an effective identification methodology to find the material property parameters, taking advantages of all available information. The information used for the identification is theoretical, experimental, and empirical: the theoretical information is linked to the mechanical models whose uncertainty is epistemic; the experimental information consists in the full-field measurement whose uncertainty is aleatory; the empirical information is related to the prior information with epistemic uncertainty as well. The main difficulty is that the available information is not always reliable and its corresponding uncertainty is heterogeneous. This difficulty is overcome by the introduction of the theory of belief functions. By offering a general framework to represent and quantify the heterogeneous uncertainties, the performance of the identification is improved. The strategy based on the belief function is proposed to identify macro and micro elastic properties of multi-structure materials. In this strategy, model and measurement uncertainties arc analysed and quantified. This strategy is subsequently developed to take prior information into consideration and quantify its corresponding uncertainty.

The present diploma thesis examines the English translation equivalents of Czech expressions containing the postfix -pak. This postfix occurs in pronouns, pronominal adverbs, particles and interjections. It is employed as an element of the 'third syntactical plan' (Poldauf, 1963), i.e. the repertory of linguistic means which relate an utterance to the individual, expressing his concern with the content of an utterance, his stance towards its content or form. The thesis identifies and describes the English means equivalent to the postfix and uses them as markers of individual discourse functions fulfilled by the -pak expressions, thereby specifying the description of these Czech expressions. Attention is also given to the conversion of -pak expressions as well as their occurrence in idiomatic constructions. The major functions include expressing epistemic modality, voicing appeal, establishing/maintaining contact, and emotional expressivity.

Cette thèse vise à mieux définir ainsi qu'à mieux évaluer les stratégies de tromperie et de manipulation de l'information. Des ressources conceptuelles, formelles et expérimentales sont combinées en vue d'analyser des cas standards de tromperie, tels que le mensonge, mais aussi non-standards, tels que les inférences trompeuses et l'omission stratégique. Les aspects définitionnels sont traités en premier. J'analyse la définition traditionnelle du mensonge en présentant des résultats empiriques en faveur de cette définition classique (dite 'définition subjective'), contre certains arguments visant à défendre une 'définition objective' par l'ajout d'une condition de fausseté. J'examine ensuite une énigme logique issue de R. Smullyan, et qui porte sur un cas limite de tromperie basé sur une règle d'inférence par défaut pour tromper un agent par omission. Je traite ensuite des aspects évaluatifs. Je pars du cadre existant pour l'évaluation du renseignement et propose une typologie des messages fondée sur les dimensions descriptives de vérité (pour leur contenu) et d'honnêteté (pour leur source). Je présente ensuite une procédure numérique pour l'évaluation des messages basée sur les dimensions évaluatives de crédibilité (pour la vérité) et de fiabilité (pour l'honnêteté). Des modèles numériques de plausibilité servent à capturer la crédibilité a priori des messages puis des règles numériques sont proposées pour actualiser ces degrés selon la fiabilité de la source. / This thesis aims at improving the definition and evaluation of deceptive strategies that can manipulate information. Using conceptual, formal and experimental resources, I analyze three deceptive strategies, some of which are standard cases of deception, in particular lies, and others non-standard cases of deception, in particular misleading inferences and strategic omissions. Firstly, I consider definitional aspects. I deal with the definition of lying, and present new empirical data supporting the traditional account of the notion (called the ‘subjective definition’), contradicting recent claims in favour of a falsity clause (leading to an ‘objective definition’). Next, I analyze non-standard cases of deception through the categories of misleading defaults and omissions of information. I use qualitative belief revision to examine a puzzle due to R. Smullyan about the possibility of triggering a default inference to deceive an addressee by omission. Secondly, I consider evaluative aspects. I take the perspective of military intelligence data processing to offer a typology of informational messages based on the descriptive dimensions of truth (for message contents) and honesty (for message sources). I also propose a numerical procedure to evaluate these messages based on the evaluative dimensions of credibility (for truth) and reliability (for honesty). Quantitative plausibility models are used to capture degrees of prior credibility of messages, and dynamic rules are defined to update these degrees depending on the reliability of the source.

[pt] A presente tese tem como objetivo discutir o fenômeno do pensamento singular. Mais precisamente, meu propósito é o de investigar criticamente os fundamentos da tese que afirma existirem pensamentos singulares sobre números naturais. Para desenvolver tal investigação, aborda-se, por um lado, o papel desempenhado pelos pensamentos singulares em nossa vida mental, e, por outro, os debates acerca das condições a serem satisfeitas no desenvolvimento de tais pensamentos. A argumentação aqui construída favorece uma abordagem cognitiva para os pensamentos singulares, o que significa que as condições a serem satisfeitas em seu desenvolvimento devam ser consideradas como cognitivas, assim como o papel desempenhado por eles, os pensamentos singulares, em nossa vida mental. Deste modo, procuro argumentar que se a questão sobre a possibilidade de um indivíduo desenvolver pensamentos singulares sobre números naturais recebe uma resposta positiva, isso se deve ao fato de que tal possibilidade constitui-se como um fato cognitivo. Em consequência, sendo um fato cognitivo, também se procura argumentar que a investigação ontológica sobre a natureza dos números naturais, embora possivelmente relevante, não é essencial para fundamentar a tese sob análise. / [en] In this dissertation, I tackle the issue of singular thought. More precisely, my main purpose is to critically investigate the grounds for the claim that there are singular thoughts about natural numbers. To do so, I review some of the debates concerning the conditions to be met in order to have (be ascribed) such thoughts and the role played by singular thinking in our mental lives. I clearly favor here a cognitive approach, which means that the conditions to be met must be thought of as cognitive, and the role played by singular thinking in our mental lives as cognitive too. Accordingly, I argue that if the question as to whether one can have singular thoughts about natural numbers is to be given a positive answer, it is because it is a cognitive fact that one can. Being a cognitive fact, I also argue that an ontological investigation into the nature of natural numbers, though possibly relevant, is not essential to support the claim under analysis.

Text and keywords in English, with abstracts in English, isiZulu and Sesotho / There is an urgent need to develop sustainable solutions to the epochal environmental problems that the world at large and Africa in particular are currently facing. The current environmental philosophy does not seem to be able to resolve satisfactorily all the environmental crises of our world, as they have been largely influenced by Western oriented perspectives on one hand that are laden with dualistic and anthropocentric view of the world, and are ethics based on the other hand, and as such focuses less on human beings’ relationship with Nature. To the extent that attempts were made by scholars to advance an African orientation in environmental philosophy, these attempts have been bedridden with over-reliance on ethics. Relying mainly on ethics as the philosophical framework for addressing environmental issues, it neglects the epistemological dimensions of the African intellectual thoughts. To this end, minimal results has been achieved in the quest for panacea to environmental crisis, especially in Africa. This study, thus, advances an African outlook in environmental philosophy that would be both participatory and interdisciplinary in the quest for more meaningful and pragmatic problem-solving frameworks in environmentalism. The research seeks to further improve in the development of an African oriented Environmental Philosophy by committing to the exploration of an African epistemic outlook for environmentalism. This exploration is hinged on the epistemic stance abstracted from indigenous knowledge systems of African people in general and the Yoruba and Igbo people of the Western part of Nigeria, in West Africa, in particular. Accordingly, the research queries the tendency of the current discourse of environmental philosophy to over rely on ethics. The study further argues for a shift in the conceptual framework, approaches and methods employable in confronting the environmental challenges besetting the world today. It opines that we construct African environmental philosophy from the idea of “African Epistemic Order” (AEO). It argues that an environmental philosophy that is African in orientation, must have a conceptual understanding of the ontological and relational holism pervading the African epistemic order. Such an understanding will enhance the reordering and healing of the damaged human’s relationship with the natural environment (Nature). This study, therefore, provides building blocks for an environmental philosophy that is both African in making, global in practice and affirming respect to Nature. / Kukhona isidingo esiphuthumayo sokuthola izixazululo eziqhubekela phambili ngesikhathi sezinkinga zendalo umhlaba wonkana, kanye ne-Afrika imbala ezibhekene nazo okwamanje. Okwamanje amafilosofi endalo abonakala engakwazi ukuxazulula izinkinga zendalo zomhlaba wethu ngokwanele. Lokhu kungoba kunomthelela omkhulu wemibono yamazwe aseNtshonalanga (enomthelela omkhulu wombono we-dualistic and anthropocentric ngomhlaba) kanti ngakolunye uhlangothi, kanti futhi ngenxa yokuthi aphansi kwenqubo yama-ethics ngakolunye uhlangothi. Kanti ke ngenxa yalokhu, kugxilwa kakhulu ebudlelwaneni phakathi kwabantu kanye nemvelo (okusho indalo yangokwemvelo). Ngisho noma imizamo yenziwe zifundiswa ukuqhubela phambili umbono wefilosofi yendalo, le mizamo ikhathazwe kakhulu ukuncika kwezama-ethics. Lolu cwaningo luqhubela phambili umbono ngesilosofi yesi-Afrika ngokwendalo, ezokwenza ukuthi kube nokubili, ukubamba iqhaza kanye nokuxhumana kwemikhakha ehlukene ekuthungatheni kwayo uhlaka lokuxazulula izinkinga olubambekayo ngokwendalo. Ucwaningo lufuna ukuthuthukisa iFilosofi yesi Afrika ngokwendalo ngokuzimisela ukuthungatha umthombo nombono wolwazi ngokwendalo. Lokhu kuthungatha kuncike kwisimo sezomthombo wolwazi otholakala kwizinqubo zesintu zabantu base-Afrika ngokunabile, kanti ikakhulukazi ngabantu bamaYoruba kanye nama-Igbo kwingxenye eseNtshonalanga neNigeria, eNtshonalanga Afrika ikakhulukazi. Lolu cwaningo, ngakho-ke luyisakhelo sefilosofi yendalo, engesi-Afrika ikakhulukazi, kodwa ebheka kumazwe omhlaba ngokwenza, kanye nokuqinisekisa mayelana Nemvelo. / Ho na le tlhoko e potlakileng ya ho ntlafatsa ditharollo tse tsitsitseng tsa mathata a nako a tikoloho ao lefatshe ka bophara, haholo-holo Afrika, a tobaneng le ona hajwale. Difilosofi tsa hajwale tsa tikoloho ha ho bonahale di ka kgona ho rarolla mathata ohle a tikoloho a lefatshe la rona ka mokgwa o kgotsofatsang. Lebaka ke hore di anngwe haholo ke dikgopolo tsa Bophirima (di le boima jwalo, ka lehlakore le le leng le nang le pono e habedi le le nkang botho bo le bohlokwa ho boteng ba lefatshe) ka lehlakoreng le leng hobane di thehilwe hodima melao ya boitshwaro. Kahoo, ha di shebane haholo le kamano dipakeng tsa batho le tlhaho (ke hore, tikoloho ya tlhaho). Le ha boiteko bo entswe ke ditsebi ho ntshetsa pele tlwaelo ya Maafrika ho filosofi ya tikoloho, boiteko bona le bona bo na le boitshetleho bo fetelletseng ho boitshwaro. Phuputso ena e ntshetsa pele pono ya Seafrika filosofing ya tikoloho eo e ka bang ya tshebedisano le ya ho kopana ha dithuto tse fapaneng molemong wa ho batla meralo e nang le moelelo le ho rarolla mathata bothateng ba tikoloho. Patlisiso ena e batla ho ntlafatsa ntshetsopele ya Filosofi ya Tikoloho e sekametseng Afrika ka ho itlama ho fuputsa pono ya tsebo ya Afrika bakeng sa tikoloho. Patlisiso ena e ipapisitse le boemo ba tsebo bo nkilweng ditsamaisong tsa tsebo ya matswallwa tsa batho ba Maafrika ka kakaretso le batho ba Yoruba le ba Igbo ba karolo e ka Bophirima ya Nigeria, Afrika Bophirima ka ho kgetheha. Phuputso ena, ka hona, e fana ka motheo bakeng sa filosofi ya tikoloho eo e leng ya Seafrika ka botlalo, e akaretsang tshebetsong, mme e tiisang bonnete ba Tlhaho. / Philosophy, Practical and Systematic Theology / D. Phil. (Philosophy)